Multimodal teaching, learning and training in virtual reality: a review and case study

It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). VR environments may aid students' efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments

The impact of augmented reality on curriculum and training design

Augmented reality (AR) is a relatively emerging technology that is being applied in a somewhat exploratory stage, for training design and curriculum development. In this review, 30 articles were selected and analyzed to identify some current uses of augmented reality in training and curriculum design. Four major themes were identified: 1) a brief introduction about AR; 2) the current uses of AR in curriculum and training development, 3) a review of the effects AR has on student engagement, and 4) the future implications of augmented reality in curriculum and training development. Recommendations for the future are also discussed

Mobile gaming patterns and their impact on learning outcomes: A literature review

Schmitz, B., Klemke, R., & Specht, M. (2012). Mobile gaming patterns and their impact on learning outcomes: A literature review. In A. Ravenscroft, S. Lindstaedt, C. D. Kloos, & D. Hérnandez-Leo (Eds.), Proceedings of 7th European Conference on Technology Enhanced Learning (EC-TEL 2012) (pp. 419-424). September, 18-21, 2012, Saarbrücken, Germany.Mobile learning games have increasingly been topic of educational research with the intention to utilize their manifold and ubiquitous capabilities for learning and teaching. This paper presents a review of current research ac-tivities in the field. It particularly focuses is on the educational values serious mobile games provide. The study results substantiate their generally assumed motivational potential. Also, they indicate that mobile learning games may have the potential to bring about cognitive learning outcomes

Augmented Reality Technology in Teaching about Physics: A systematic review of opportunities and challenges

The use of augmented reality (AR) allows for the integration of digital information onto our perception of the physical world. In this article, we present a comprehensive review of previously published literature on the implementation of augmented reality in physics education, at the school and the university level. Our review includes an analysis of 96 papers from the Scopus and Eric databases, all of which were published between January 1st, 2012 and January 1st, 2023. We evaluated how AR has been used for facilitating learning about physics. Potential AR-based learning activities for different physics topics have been summarized and opportunities, as well as challenges associated with AR-based learning of physics have been reported. It has been shown that AR technologies may facilitate physics learning by: providing complementary visualizations, optimizing cognitive load, allowing for haptic learning, reducing task completion time and promoting collaborative inquiry. The potential disadvantages of using AR in physics teaching are mainly related to the shortcomings of software and hardware technologies (e.g., camera freeze, visualization delay) and extraneous cognitive load (e.g., paying more attention to secondary details than to constructing target knowledge)

Creating Interactive Classrooms with Augmented Reality, a Review

Augmented reality (AR) is becoming an uprising technology that is still being applauded as a top-notch innovation in education and that helps teachers improve their classrooms. Thanks to one-to-one program support and the development of apps (apps), it is considered an affordable technology that gives teachers access to new ways of both supporting and teaching. With AR, teachers can have the support provided by multimedia while using the environment inside the classroom. There are multiple free cross-platform apps available for teacher usage. This article answers clearly what AR is, how it can be used to support students in schools, evaluates its educational utility

Virtual learning scenarios for qualitative assessment in higher education 3D arts

Using enhanced learning technologies (TEL) including immersive virtual reality environments, we are seeking to achieve a new way of assessing subjects of 3D arts. We have developed a project based on Scenario Centered Curriculum (SCC), where the students have to think, design, convey, validate, and build a civil project using new technologies that help in the assessment process. We have used gamification techniques and game engines to evaluate planned tasks in which students can demonstrate the skills they developed in the scenarios. The assessment is integrated in the creation of a 3D complex model focused on the construction of a building in a virtual space. This whole process will be carried out by gamification techniques to embed the assessment of the 3D models with the objective of improving students learning.Author's final draf

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion